Month: August 2021

ETL401 3.4 Advocacy, Accountability, and Research

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Choose one of the AITSL standards and look at the ASLA Evidence Guide For Teacher Librarians in the Proficient Career Stage. Consider the evidence that ASLA provides for the achievement of that standard and how you can show that you are meeting this standard. 

Since I’m generally a methodical person, I’m going to make like Julie Andrews and start at the very beginning since it’s a very good place to start.

 

Standard 1: Know Students and How They Learn

1.1 Physical, social, and intellectual development and characteristics of students: proficient teachers use teaching strategies based o knowledge of students’ physical, social, and intellectual development and characteristics to improve student learning.

This standard really is the foundation for everything we do as teachers, and it is no different in our role as teacher librarians. In fact, TLs are possibly better placed than many classroom teachers to know the vast majority of students in our schools since we are a “constant in the learning environment over time.” (Bush and Jones as cited in Lamb, 2011, p.33). I think that the physical space of a library can provide excellent evidence that we are meeting this standard. Each area of the library links to Thornburg’s (2013) reimagining of traditional learning spaces as campfire, cave, and watering hole. Annotated pictures of these spaces would be useful forms of evidence.

The physical arrangement of our lower library space was dictated to the previous TL by higher powers in order to create an adaptable, open-plan learning environment which can function as a ‘campfire’ or a Makerspace. Flexible seating can be arranged in a multitude of ways to facilitate a variety of learning styles and teaching methods. Before the lockdown and online learning began I was in the process of putting together suggested seating charts so that staff could easily get students to rearrange these desks as required. These charts would be an easily submitted form of evidence.

So many students use our school library as a ‘safe space’ away from the bulk of the chaos in the playground. Many of these students are neurodivergent and so I’ve created a “quiet space” on our mezzanine level near the quieter non-fiction section where students can study or relax in peace and quiet with minimal disruptions. This roughly correlates to Thornburg’s concept of the ‘cave’ learning space and has been so popular that I am looking at options to expand (though not sure how given the limitations of space!). This also correlates to the Upper Library which is currently used as a Senior Study area.

Our manga section is currently the most popular, and so I have moved furniture to make a flexible seating area near these shelves that can function as a ‘watering hole’ space where students can chat in their breaks or move away from the bulk of the group during class time. I have adjusted the seating near our fiction section on the opposite site of the lower library to mimic this ‘watering hole’ and provide further opportunities for students to learn through social interactions.

To facilitate our students’ needs for printing services (one of our most popular services), I have established a dedicated printing zone with stand up desks for students to work on laptops while they wait in line for the printer. This is close to the circulation desk to ensure that troubleshooting can be accessed easily and quickly (this is a frequent need for our student population), and multiple copies of printed How To guides are displayed to assist student independence in this process. These guides could easily be submitted as evidence for accreditation if needed.

If I was submitting this as evidence for my accreditation, I could also provide evidence of my attempts to create a “virtual” library space using websites and social media. Recently, McCrindle Research (2019) identified that our incoming students – Generation Alpha – are going to be more visual, student-centred learners than the previous Generation Z and rely more on virtual learning spaces. Research from Australia and the UK also suggests that they are increasingly engaged with social media platforms as a way of getting their entertainment and information (Common Sense Media, 2019; Notley et al., 2020; Australian eSafety Commissioner, 2021). My ongoing efforts in these online spaces is currently focused on starting conversations about all sorts of different reading habits, with the hope that this will allow our students to recognise the validity in their own reading behaviours and thus begin to identify as readers.

ETL401 3.3 The Role of the Principal and the TL

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Share your ideas about the ways in which Principals can enable the role of the TL, and how  TLs might enable the role of the Principal. 

I have seen what is possible when Principals and Senior Executive support a TL, and I have seen the detrimental impacts when this key relationship is damaged or toxic.

In so many ways Principals and Senior Executive staff determine the culture of the school. Fairness, trust, and respect are crucial in developing a positive school culture and ensuring teacher buy-in. However, this relationship is a two-way street.

I have witnessed the consequences of a lack of fairness, trust, and respect on the library. The previous TL had many initiatives rejected and perceived that this was because of personality clashes rather than sound policy decisions (as an outside observer I am not confident to make a judgment either way!). However, the damage caused by years of increasingly negative interactions affected not only the library staff but ultimately the entire school community, since the previous TL was often absent, meaning that library services and resources were largely inaccessible and in many ways neglected, and that her contributions were generally dismissed or went unnoticed.

I personally have been very fortunate to have the support of my Principal. She encouraged me to apply for the temporary position and again when it became permanent. She has always made me feel that she is approachable and open to new initiatives, and has been a key supporter in helping me increase the visibility of the TL position in the school community by starting/continuing conversations on Facebook promotion posts and going out of her way to send content for these initiatives. She has also helped me establish a Student Media Team. I have yet to have any initiatives rejected and genuinely appreciate her support. Having said that though, I’m careful to “play the game” and align all of my proposals to our school’s Strategic Directions, backed up with evidence and data.

It is a shame that the previous TL did not (for whatever reason) have the same experience, but our contrasting encounters emphasise how important it is to develop strong relationships with all staff, but particularly with the decision makers. To quote Hamilton: “When you got skin in the game, you stay in the game/But you don’t get a win unless you play in the game […] I’ve gotta be in the room where it happens!”

ETL401 2.5 The Teacher Librarian in the Information Landscape

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Why it is important to have an understanding of the broader information landscape?

How you think the information landscape will affect your role as a TL in a school?

This week I fell down the rabbit hole. What started as a seemingly simple search for “most active social media platforms 2021” quickly spiralled into a flurry of pages on algorithms, business models, data use and abuse. Many of these things I’d heard about in passing but had never really had the time to delve into on a more meaningful level.

Technology has obviously had an immense impact on the information landscape. Some of this has been positive – for instance in bringing together marginalised individuals, or making information more accessible to people with disabilities. Yet there are a number of downsides to the digital information landscape that we cannot ignore. Therefore it is crucial that teacher librarians have not just an understanding of the broader information landscape, but that we have a deep knowledge and maintain currency about these evolving issues. If we do not, we cannot effectively fulfil our roles as information specialists. It also struck me with the reading from the modules and my own research this week that people will not be able to enjoy their rights of access to information if they lack the skills to navigate and evaluate these information platforms.

I found it interesting to consider our rights and responsibilities regarding information access. I think that a lot of people focus on their rights (for example, their right to an opinion) but often forget that there are associated responsibilities around our interaction with the information landscape. We have the right to freedom of opinion and expression, and the right to seek, receive and impart information. We have the right to privacy, as well as the right to access the infrastructure which will allow us access to information (though as I discussed in my previous post, this is not always guaranteed!). In this context libraries of all kinds play a crucial role in ensuring that peoples’ rights to access information are being upheld. However, it was interesting for me to consider that these rights could be restricted by law when necessary, if they were deemed to contravene the rights of others, or if they negatively impacted national security or order, or public health or morals. We live in a world which blurs the lines between facts and opinions, and the idea of who gets to determine if something is ‘necessary’ or harming ‘public morals’ was also interesting for me to consider. It is important to remember these responsibilities, especially in times of global pandemic such as ours. Yet the subjective element here leaves it open to potential abuse and censorship, and the fact that our national commitment to these rights and responsibilities is more of an implicit understanding than something enshrined in law is problematic. For instance, what if a family complains that Harry Potter is on the shelves, or content that they see as promoting Black Lives Matter or LGBTQI+ agendas? Or conversely, that there isn’t enough diverse content? The paradox of tolerance is something to consider here, and the response a teacher librarian would get in one school context might differ in another. 

Our right of access to information is further complicated by issues of technological redundancy and convergence. In particular I couldn’t help but think about my own school context and the fact that all too often outdated or damaged technology was not updated, repaired or replaced due to budget constraints. Are funding arrangements, budget allocations and BYOD policies creating what Floridi called “digital favelas” in some schools? I also couldn’t help but consider my own failings with certain technological tools. I normally consider myself pretty tech-savvy, but for the life of me I cannot figure out the 3D printer I inherited when I became the teacher librarian. We’ve recently had a new deputy push for Macs to be integrated into our programs. Heaven help me!

Finally, my research and the module readings this week prompted me to consider the ways that our students are accessing information as digital natives. Modern students are primarily engaging with information (whether for their own entertainment or not) in virtual spaces. In Purcell is correct in her assertion that promotion of our services and resources is vital to our role as teacher librarians, then should we adapt to the online world and utilise social media marketing strategies that will reach and engage them with our content more effectively? Our school community engages heavily with Facebook and we’ve recently created an Instagram page to encourage greater student engagement. However, what are our ethical responsibilities when it comes to using and encouraging the use of these platforms? Are we leaving people in our school community vulnerable to data miners who could potentially sell their information and content to advertisers, politicians or government agencies? Are we pushing them to use platforms which could expose them to algorithms and content which could potentially cause harm? Are we encouraging them to become “unpaid machine trainers” whose data could be used to teach the very machines that might replace them in the workforce? On the surface it appears that having a library Instagram account is a fun way to get students interested, but in reality it is a potential ethical minefield. As teacher librarians we must be mindful of our interactions with these platforms and their function in the information landscape, and as information specialists encourage our school community likewise to maintain awareness of their behaviours.

ETL401 2.3 The Information Landscape

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Are your ideas developing about the information society?

What do you think this term means?

Why is it important for the TL to have an understanding of the information landscape?

For me it was interesting to consider the concept of the Information Society as one which contrasts to earlier agrarian or industrial societies. These earlier ‘revolutions’ had a drastic impact on the lives of people at the time, and I absolutely agree that for many of us changing and emerging IT is impacting our lives too. The fact that I can engage in this degree completely in the “virtual world” while at the same time teaching online would have been incomprehensible even as recently as my years in High School during the early 2000s. Add to the mix the fact that I am getting notifications on my smart watch about my online banking and I’m able to ask Google Home questions about my calendar, the weather, or what an “information society” is. That reminds me, I’ve got to add milk to my online Woolies order … We are well and truly on our way to becoming Floridi’s “inforgs”, if we’re not there already.

I would love to see what someone like Karl Marx would make of our relationship to the current means of production though. Perhaps it’s time for us to write another manifesto dealing with what Floridi called “the tragedy of the digital commons”? “A spectre is haunting the world – the spectre of information technologies!”

The concept of digital poverty absolutely stood out to me as a result of this module and its associated readings. The idea that some people have access to technology and its associated infrastructures and some don’t has really hit home for me during online learning. I teach at a school in the South West of Sydney and we have a very diverse student population, including some students who come from families who are quite affluent and others who are in social housing. We therefore have a number of families that we have had to provide laptops, wi-fi dongles etc. to in order to support their learning online. However, technological infrastructure also plays a part in the concept of the “information-rich” and the “information-poor.” Some of our more wealthy families live in areas that are black-holes for internet reception, which has severely impeded several of our students (especially in Year 12!) from accessing the same information and learning opportunities as their peers. Digital poverty in an information society therefore doesn’t necessarily always follow the same lines traditionally reserved for economic considerations of the term (don’t even get me started on “alliterate” individuals, or individuals who for whatever reasons choose not to engage with authenticated, reliable sources of information. That is a separate rant).

I think that it is absolutely crucial for teacher librarians to not just have an understanding of the information landscape, but to maintain currency in ways of ethically and effectively navigating this complex and ever-changing world. Purcell argued that our role as “information specialist” was one of five key elements to the teacher librarian’s function within a school community. Even though she separated it into its own category (and placed it third in her list) I would argue that our role as information specialists is inherent to our other roles as leaders, instructional partners, teachers and program administrators. If we don’t maintain a deep understanding of the changing infosphere, how can we lead others in designing and implementing curriculum that is relevant to the needs of our students? How can we effectively ensure that our students leave our care as engaged, critical thinkers who will be not only effective workers in this changing world, but also digital citizens that can help mitigate some of the issues caused by unethical tech company policies (Amazon, Facebook: I’m looking at you) and lagging Government action? Our role is also to provide equitable access to quality information to overcome the potential effects of digital poverty.

ETL401 3.2 The Role of the Teacher Librarian: LIBERating Our Perceptions

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It has been an absolutely INSANE time over the last few weeks. Teaching online, HSC assessment marking and reporting, and my own preparation for the second ETL401 assessment have left me feeling a little brain-dead. I’m therefore going to start this post by channeling my inner high-school debater and turning to the good book – i.e. the Dictionary – for guidance:

English: library (derived from Latin liber meaning “book”)

German: bücherei (roughly translates to “bookery”)

Spanish and Italian: biblioteca (from Ancient Greek bibliothekē meaning library; derived from biblio “book” + theke “place, box, receptacle”)

French: bibliotheque (as above).

Mandarin: 图书馆 [Túshū guǎn] (meaning “picture or image” + “book” + “gallery”)

I could go on, but I feel that my point is becoming clear. In many languages around the world, libraries are etymologically associated with the idea of “books” and this public perception persists regarding the role of the Teacher Librarian in schools. However, when we examine the day to day functions of TLs, the complexity of the position becomes apparent and books, wonderful as they are, are often not at the centre of academic or practitioner descriptions of our role.

In his comprehensive (if older) review, Herring (2007) argues that libraries should be seen as “a centre of learning first and a centre of resources second” (p.27). Books, fundamentally useful resources for learning though they are, therefore should not necessarily be the priority of TLs in the current information landscape. He states that many school library mission statements give “unnecessary prominence” (p.27) to the idea of reading as central to the school library’s purpose. Although I would argue that libraries certainly do have the capacity to support the development of reading for pleasure (especially given that many classroom teachers are dealing with overcrowded curricula and often feel they lack the necessary skills, particularly in the secondary setting), Herring emphasises the importance of TLs primarily as specialist teachers of information literacy who lead the collaborative development of learning programs and resource collections to meet the needs of their students and staff, with the end goal of allowing them to become independent, life-long learners. In Figure 2.1 (p.30), Herring lists the following roles as integral: teacher; librarian; information services manager; information literacy leader; information specialist; curriculum leader; instructional partner; website developer; budget manager; staff manager; fiction and non-fiction advocate. Based on my experience, I feel that he leaves out: PR and marketing manager; ICT support; technology resource manager; casual cover supervision; counselling service; diplomats; inclusivity advocate; and interior designer. Nonetheless, his list is quite comprehensive and useful for understanding the vast array of roles we are expected to fill. Teacher librarians function as the glue that holds everything together; it seems we have to fit into all the nooks and crannies to do our jobs!

Within his analysis, Herring referenced a number of different professional documents from around the world. ASLA (2003) focused on three key roles of the TL: 1) curriculum leader; 2) information specialist; 3) information service manager. A 1998 publication from the United States listed our roles as: 1) teacher; 2) instructional partner; 3) information specialist; 4) program administrator. A Canadian document published in 2005 emphasised TLs leadership in: 1) information literacy and inquiry processes; 2) ICT; 3) teaching and curriculum planning; 4) collection management. A UK publication (2004) emphasised the proactive role TLs must play in innovations for education, which supports the positions held by Bonanno (2011) and Valenza (2010). Ultimately, TLs must be flexible and ready to adapt to the changing needs of the information landscape, and our function as information specialists is primarily an “educational as opposed to an administrative role” (Herring, 2007, p.32). Drawing from Herring’s analysis, I conclude that our role in collection management and as information service providers should be framed by our role as information specialists, and determined by the interests and needs of our school community – staff, students, and parents alike. Teacher Librarians are no longer limited to books but must expand into the digital world to ensure that we are relevant to our community, effectively promoting our skills, services, and resources, and engaging our students with meaningful opportunities to participate in their own learning.

Purcell (2010) boils our function down to five key roles: leader, instructional partner, information specialist, teacher, and program administrator. Information clearly plays a role in many of these areas, supporting Sheerman’s argument that “A TL’s primary role is that of an information specialist, trained in the teaching and integration of information literacy skills and inquiry skills across the curriculum, as well as being a library collection manager” (2013, p.4). Although books certainly do play a part as tools of teaching and learning, they are not explicitly mentioned in either Purcell’s or Sheerman’s analysis.

I thought Purcell’s idea to keep a diary of each day’s required tasks was a great way to understand how these roles function in my school context and to help me understand how better to serve the specific needs of my community. I’d actually read Purcell’s article as preparation for my first ETL401 assessment, so it was interesting to revisit her arguments now that wider reading has granted me a (hopefully) deeper understanding of the TLs position in schools. In particular, her emphasis on the need for TLs to effectively promote themselves and their library was instrumental in developing my line of inquiry for the second ETL401 assessment task, where I explored the way that social media platforms influence our relationship with information and each other, and the implications that this has for TLs.

In her 2011 deconstruction of the TL’s varied roles, Lamb used the acronym PALETTE to examine the knowledge, skills, attitudes, and dispositions we will need moving into the future. Her concept of the Media Specialist’s PALETTE included a focus on: People; Administration; Learning; Electronic information; Technology; Teaching; and Environments. Interestingly, Lamb also identified the importance of promotion and advocacy in this changing environment: “If the school media specialist is to survive … [they] must demonstrate their value” (p.35). While they don’t state it explicitly, both Purcell and Lamb emphasise that modern TLs play vital roles as Social Media Manager, Customer Engagement Analyst, and Chief Marketing and Promotions Director.

I thought that it was interesting that Valenza’s 2010 “Revised Manifesto” was published around the same time as Bonanno’s 2011 ASLA speech, since both emphasised that attitude is a key element to the TL’s success: “not moving forward is not an option” (Valenza, 2010, para. 3). There was clearly a significant amount of ennui and existential angst amongst TLs at the start of this decade! Valenza was one of the few authors who explored the idea of reading in the context of the TL’s role, yet interestingly the focus was still not on traditional books, but instead shifted to encompass new technologies and formats: “You expand your notion of collection” (para. 40). Valenza’s manifesto, similar to so many discussed previously, discussed how TLs must be flexible, innovative and relevant regarding the changing information landscape, our collection development, our commitment to providing equitable access for all students, the importance of collaborating with our audience at all levels, teaching and modelling ethical information behaviours, implementing new technologies in meaningful ways, providing opportunities to professionally develop our staff (this was in line with Sheerman’s 2013 Guided Inquiry approach), and to provide opportunites for our students to become lifelong learners. While I fundamentally disagreed with the premise that we should be actively available 24/7, there were nonetheless a variety of useful, practical suggestions in this manifesto which I can see myself testing or adapting in future.

As Herring so astutely noted, “it is clear that no teacher librarian could fulfill all of these roles at the same time” (2007, p.31). I wholeheartedly agree as I sit here fighting down the rising tide of panic at the thought of being everything, to everyone, at all times. Have I bitten off more than I can chew? Just between you and me, I found it interesting that (in addition to limited references to books) none of these examinations referenced one of the most common functions I personally have been called upon to perform in my new capacity as TL: armchair psychologist, ersatz counsellor, and life-coach. The centrality of the TL to the school community (coupled perhaps with the misconception of abundant time) has led many students (and staff!) to seek out my advice for all manner of issues. While I am grateful to be trusted in this way and to have the potential to positively impact my school community through these meaningful connections, it does highlight one of the issues consistently raised in the above readings: that TLs MUST promote their services, skills, and resources effectively to dispel misunderstandings and misconceptions about our role. This promotion, in my school context at least, seems to be the biggest area of need and one from which all other aspects of the role spring. After all, I could have amazing, collaborative programmes and resources which will ultimately fail to make an impact if no one knows about them or engages with them. In order to facilitate this priority, I am working very closely with the lovely support and administration staff, the Communications Committee, and a newly minted Student Media Team. It is difficult considering the misconceptions around our position, but I am also trying to follow Herring’s advice and focus on my educational, not administrative role for the time being.

I will leave you with one final thought: a word cloud of this blog post. Hopefully this will visually illustrate the complex, varied, multifaceted roles expected of a modern teacher librarian. We aren’t just about the books; let’s liber-ate ourselves!

ETL401 3.2 The Role of the Teacher Librarian: An Invisible Profession?

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ASLA 2011. Karen Bonanno, Keynote speaker: A profession at the tipping point: Time to change the game plan from CSU-SIS Learning Centre on Vimeo.

In her speech, Bonanno raised several cogent points about the roles of Teacher Librarians and the risk we face of becoming an “invisible profession” if we fail to promote our skills, resources, and services effectively to our school community. By adapting the Five Finger Plan to Success to the TL’s context, Bonanno emphasised that we need to understand our strength of character, FOCUS (know the outcome and follow it until achieved), understand and develop our brand (with special consideration of the values we stand for), build relationships with the 10-30% of staff who are likely to work with us(particularly with key figures such as Principals), and consider the little things we can do each day to add value to our school community.

I found Bonanno’s perspective refreshing in many ways. The key message that we should reframe the difficulties we experience as opportunities to promote our continuing relevance was something that I personally found quite relevant given the overall (and largely understandable!) negativity among the wider teaching profession in our current climate. I loved the idea of “claim your space” and have been working over the last few weeks to build a social media presence for our school library in an attempt to promote our online library resources and recent reading initiatives, such as the staff and student Book Club. Bonanno’s message, along with Vanessa Trower’s Edutech presentation “The Learning Brand: What Marketing Has Taught Us Learning Professionals to Drive Engagement and a Learning Culture”, revealed a variety of strategies that I can utilise moving forward as I “claim” this virtual space on social media. This is especially important considering that while we are learning from home we cannot access our physical library spaces!

One final thought: it is interesting that in many discussions about the TLs role in academic and practitioner content that there is limited reference to the importance of marketing and promotions. So many people have identified that the key roles of TLs include our capacity as information specialists, instructional partners, ICT experts, and resource managers. Yet it seems that if we do not effectively promote these skills and services, we do in fact risk becoming an “invisible profession.” It up to us to ensure that this does not happen.